COMD3200_LAA_Reynolds
pdf
School
Sierra College *
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Course
MISC
Subject
Linguistics
Date
Dec 6, 2023
Type
Pages
4
Uploaded by DukeJaguarPerson835
Jessica Reynolds
COMD 3200
Professor Filimoehala
July 17, 2023
Summary & Reflection
Childs Ability in the Five Aspects of Language
Phonology
According to the textbook, the developmental phonological norms around three years of
age include mastering consonants, decreased clustering, and syllable deletion. Katie
demonstrated these norms by producing intelligible speech with complete consonants. Katie
should also be able to recognize the letters in her name around 60 months. Her parents reported
that she can recognize the letters in her name and has no concerns with her intelligibility. Katie
occasionally shows persisting phonological processes such as liquid gliding with words like
“yellow” producing “yewoh”.
Morphology
Children between the ages of three to four and a half years have developed morphological
skills like contractions, past tense, and irregular plural verbs. Katie demonstrated these skills
consistently by using contractions and irregular third-person verbs in her speech. For instance,
when talking about her puppy, she used "we played ball" to indicate that the activity had already
occurred. Additionally, Katie frequently contracted words such as "there's," "he's," and "there" in
her conversations.
Syntax
According to the textbook, appropriate syntactic development involves the ability to
narrate, use complex sentences, and combine 4-7 words in a sentence that makes sense. Katie
demonstrates appropriate development in this area as her sentences range between 4-10 words
and she uses complex sentence structures such as (subject-verb-object-adverb), (subject-verb-
compliment adverb), and (subject-auxiliary-verb-adverbs). Additionally, Katie frequently
narrates stories about her puppy, friends, and family. Her ability to narrate stories indicates that
she has a good understanding of sequencing and organization, which are important skills for both
language and cognitive development.
Semantics
Semantic milestones around three and a half years of age include relational terms,
overgeneralization, and reflexive pronouns. Katie was. Able to use relational terms to describe
family members. She was also able to describe an object as well as its uses, an example of this
was her ability to describe to me a ball and how she and her puppy played with it. Her parents
are actively helping Katie grow her semantic skills by reading to her as often as possible.
Animated reading helps expose Katie to new words and concepts, in the home setting she can
ask questions and point to familiar words. Katie's fast mapping abilities at this age allow her to
incorporate these words in her everyday speech.
Pragmatics
Pragmatic development for Katie overall impression's age includes discourse and
awareness of others involved in the conversation. Katie participated in the conversation and
produces logical sentences when it was her turn to respond. She demonstrated this by turn-
taking, making eye contact, and responding to questions. Katies did not respond unintelligibly or
with off-topic statements. Her parents did note that Katie can dominate the conversation with
storytelling but can stop when prompted and resume turn-taking.
Examiner Effectiveness
As someone who works with kids and searches for opportunities to connect with students,
I assumed attaining the sample would be the easiest portion of this assignment. However, when I
began to transcribe, I was surprised at my facilitation of the sample. Firstly, I only used direct
questions to attain the sample which I had preselected and stuck to no matter Katies response. By
doing this I missed opportunities for Katie to expand and tell me more about herself. Secondly, I
often used play-based strategies to engage students, motivate them and make difficult subjects
more bearable. I, unfortunately, did the opposite with Katie; I conducted the sample at the
kitchen table with only a pen and paper between the two of us. In the future, I hope to
incorporate more play strategies and slow down to listen more carefully to a child.
Overall Experience
Writing for this project was the most difficult for me. Going back to the textbook and
relating it to each statement Katie produced was surprisingly difficult. Children with a language
impairment or delay can be quick to identify and there are direct paths to identify their needs.
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Analyzing a developmentally normal child took a deeper look into their productions and a great
perspective of the norms in action. I look forward to facilitating more samples in the future and
learning what I need to work on as a professional. This project gave me perspective on what it
takes outside of just working with the client to be an effective SLP.